<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2182-8474</journal-id>
<journal-title><![CDATA[Sisyphus - Journal of Education]]></journal-title>
<abbrev-journal-title><![CDATA[Sisyphus]]></abbrev-journal-title>
<issn>2182-8474</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Educação da Universidade de Lisboa]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2182-84742023000300060</article-id>
<article-id pub-id-type="doi">10.25749/sis.28373</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O Suporte Social na Transição e Inclusão dos Estudantes em ERASMUS]]></article-title>
<article-title xml:lang="en"><![CDATA[The Role of Social Support in the Transition and Inclusion of ERASMUS Students]]></article-title>
<article-title xml:lang="es"><![CDATA[Apoyo Social en la Transición e Inclusión de Estudiantes en ERASMUS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castanheira]]></surname>
<given-names><![CDATA[Carlos Augusto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jardim]]></surname>
<given-names><![CDATA[Jacinto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Carlos Miguel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Aberta (UAb) Centro de Estudos Globais (CEG-CIPSH-UAb) Cátedra CIPSG de Estudos Globais]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Aberta (UAb) Departamento de Ciências Sociais e Gestão (DCSG-UAb) Centro de Estudos Globais (CEG-UAb)]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,ISLA - Instituto Politécnico de Gestão e Tecnologia CEOS.PP - Centre for Organisational and Social Studies ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2023</year>
</pub-date>
<volume>11</volume>
<numero>2</numero>
<fpage>60</fpage>
<lpage>79</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-84742023000300060&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-84742023000300060&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-84742023000300060&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A literatura é escassa no que concerne ao Suporte Social na vida académica e em particular nos alunos que convivem com o programa de mobilidade ERASMUS. Colocámos como questões de investigação: (i) As dificuldades associadas aos estudantes face ao ERASMUS estão relacionadas com o Suporte Social? (ii) Quais as dimensões do Suporte Social que interferem na adaptação e inclusão do aluno em ERASMUS? Procurámos respostas numa investigação empírica quantitativa de caráter exploratório. A amostra foi constituída por 413 alunos do Ensino Superior em Portugal que responderam ao questionário socioacadémico e à Escala de Satisfação com o Suporte Social (ESSS). Os resultados obtidos permitem-nos evidenciar que o Suporte Social demonstrou ser eficaz no processo de adaptação e inclusão em ERASMUS. A comunicação verbal entre os alunos revestiu-se de particular importância, facilitando as dimensões do Suporte Social. São referidas implicações no sentido de promover o desenvolvimento da autonomia e bem-estar dos alunos em ERASMUS, através de mecanismos potenciadores do Suporte Social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The literature is poor regarding Social Support in academic life and for students who are involved in the ERASMUS mobility programme. We formulated the following research questions: (i) Are the students' difficulties with ERASMUS related to Social Support? (ii) Which dimensions of Social Support interfere in the students' adaptation and inclusion in ERASMUS? We aimed to find answers in quantitative empirical research of exploratory nature. The sample was composed of 413 Higher Education students in Portugal who answered the socio-academic questionnaire and the Social Support Satisfaction Scale (ESSS). The results obtained have shown that Social Support proved to be effective in the process of adaptation and inclusion in ERASMUS. Verbal communication between students was particularly important, facilitating the dimensions of Social Support. Furthermore, implications are mentioned in terms of promoting the development of the autonomy and well-being of the students in ERASMUS, through mechanisms that enhance Social Support.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La bibliografía es escasa con respecto al Apoyo Social en la vida académica y, en particular, para los estudiantes involucrados en el programa de movilidad ERASMUS. Planteamos como preguntas de investigación: (i) ¿Las dificultades asociadas a los estudiantes ERASMUS están relacionadas con el Apoyo Social? (ii) ¿Cuáles son las dimensiones del Apoyo Social que interfieren en la adaptación e inclusión del estudiante en ERASMUS? Buscamos respuestas en una investigación empírica cuantitativa de carácter exploratorio. La muestra se compuso de 413 estudiantes de Educación Superior en Portugal que respondieron al cuestionario socio-académico y a la Escala de Satisfacción con el Apoyo Social (ESSS). Los resultados obtenidos permiten evidenciar que el Apoyo Social demostró ser efectivo en el proceso de adaptación e inclusión en ERASMUS. La comunicación verbal entre los estudiantes fue de particular importancia, facilitando las dimensiones del Apoyo Social. Se mencionan implicaciones para promover el desarrollo de la autonomía y el bienestar de los estudiantes en ERASMUS, a través de mecanismos que potencien el Apoyo Social.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[erasmus]]></kwd>
<kwd lng="pt"><![CDATA[suporte social]]></kwd>
<kwd lng="pt"><![CDATA[inclusão]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="en"><![CDATA[erasmus]]></kwd>
<kwd lng="en"><![CDATA[social support]]></kwd>
<kwd lng="en"><![CDATA[inclusion]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="es"><![CDATA[erasmus]]></kwd>
<kwd lng="es"><![CDATA[apoyo social]]></kwd>
<kwd lng="es"><![CDATA[inclusión]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
</kwd-group>
</article-meta>
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